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Tuesday, October 20, 2015

Say Less ... Stay In The Zone

I just got a complimentary email
that, after the warm glow of appreciation had faded, got me thinking as to why
the teacher had sent it.

What did I do to deserve it? What
am I unintentionally doing differently? How does my approach make a difference?

On the surface, this meeting did
not occur under ideal circumstances: the teacher was suffering from a cold and
trying to fit in her meeting with me during her planning due to work to rule. I
was a bit burned out from driving all over East and West Parry Sound districts,
and supporting a wide variety of needs.

Her main point was, “It
is amazing to meet with a coordinator and leave with so much practical 'stuff'
that can be instantly be applied to the classroom setting.”

Say Less

To answer my own question above, I think I never arrive with an
agenda. I certainly have goals relating – in broad terms – to big ideas like
those found in Growing Success or within the SAMR or TPACK models, but in
general I try to “say less.” If the teacher’s request in and of itself demonstrates
that she is trying not only to move forward with these concepts, but has
formulated a request for tools and ideas, then we don’t really have to have
those discussions. None of them. She should be running our meeting.

The Zone

As when we are teaching children, with adults we also need to
try to meet them in their zone of proximal development. I try to simply present
the information that was requested, not what I might do, or what I think they
should be doing. Yes, I might try to demonstrate additional tools or discuss
further refinements, or get excited about something that I find easy to do. But
if it just makes the other person’s head spin, we are both wasting our time.
Better to say, call me again when you are ready, because you and your students
will really enjoy it.

They have to want it

I once heard Stephen Katz speak about mentoring others in our
organizations. I was so struck with his point – no one will really learn
anything new or adjust their practice unless “they really want to.” It has to be
an intrinsic need for them to go out of their way, and take that first step.

I
believe that the breakthrough for many is the concept of saving time, because
teachers never have enough of it. Even more than student engagement! Seriously!
Introduce them to a high quality tool with high yield benefits for students, one that will
also save a bit of planning time, and you will have a happy tech customer. And
in that situation, the discussion will actually not be about the tool. It will
be about the learning. Guaranteed.